ICT for the Social and Economic Integration of Migrants into Europe

Overview and interpretation of the process of digital exclusion and inclusion and the corresponding creato of bridging or bonding social capital among immigrants and ethnic communities in EU27

Advances in MASELTOV – Serious Games in a Mobile Ecology of Services for Social Inclusion and Empowerment of Recent Immigrants

Immigration imposes a range of challenges with the risk of social exclusion from the information society (Halfman 1998), such as, getting into communication with the local society and understanding the culture of their host nation. Failure to address these challenges can lead to difficulties in the frame of integrating into the society of the host country, leading to fragmented communities and a range of social issues. As part of a comprehensive suite of services for immigrants, the European project seeks to provide both practical tools and learning services via mobile devices, providing a readily usable resource for immigrants. We introduce recent results, such as the game-based learning aspect of the MASELTOV project is introduced, with the rationale behind its design presented. In doing so, the benefits and implications of mobile platforms and emergent data capture techniques for game-based learning are discussed, as are methods for putting engaging gameplay at the forefront of the experience whilst relying on rich data capture and analysis to provide an effective learning solution

The political economy of information technology in Sub-Saharan Africa The diffusion of computers in Mozambique

SIGLEAvailable from British Library Document Supply Centre-DSC:DX192474 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

ICT adoption by immigrants and ethnic minorities in Europe : Overview of quantitative evidence and discussion of drivers

Analisi di come diversi livelli di inclusione digitale favoriscono od ostacolano la integrazione socio-economica delle minoranze immigrate e etniche in EuropaOverview of how different level of digital inclusion favour or hamper the socio-economic integration of immigrant and ethnic minorities in Europ

Primo rapporto sull'innovazione nelle regioni d'Italia

CRC Project. With the collaboration of Assinform, Net Consulting and Rur-CensisConsiglio Nazionale delle Ricerche - Biblioteca Centrale - P.le Aldo Moro, 7, Rome / CNR - Consiglio Nazionale delle RichercheSIGLEITItal

Validating item response processes in digital competence assessment through eye-tracking techniques

This paper reports on an exploratory study with the aim to validate item response processes in digital competence assessment through eye-tracking techniques. When measuring complex cognitive constructs, it is crucial to correctly design the evaluation items to trigger the intended knowledge and skills. Furthermore, to assess the validity of a test requires considering not only the content of the evaluation tasks involved in the test, but also whether examinees respond to the tasks by engaging construct-relevant response processes. The eye tracking observations helped to fill an ‘explanatory gap’ by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. We proposed a set of metrics that could help test designers to validate the different item formats used in the evaluation of digital competence. The gaze data provided detailed information on test item response strategies, enabling profiling of examinee engagement and response processes associated with successful performance. There were notable differences between the participants who correctly solved the tasks and those who failed, in terms of the time spent on solving them, as well as the data on their gazes. Moreover, this included insights into response processes which contributed to the validation of the assessment criteria of each item

Empowering University Educators for Contemporary Open and Networked Teaching

The chapter explores the competences that university educators should master in our increasingly digital, open and connected societies in order to fill their role effectively and responsibly. Starting from a brief analysis of the concepts of collaborative learning and open education, we analyse three teachers’ competencies frameworks, focusing on the digital, collaboration and openness aspects of contemporary teaching. We conclude that educators should not build radically new competences but should rather update their competences in line with emerging needs. Also, we notice that some additional competence areas should be developed by educators, if we want them to be able to bridge the work of students in formal and informal settings. We propose six competences areas in this sense: personal data management, capacity to leverage the open web, intercultural digital dialogues, critical view on media, digital ethical issues, accessibility. These areas are becoming increasingly important for educators to be able to critically engage learners in the core issues of our digital, networked and open societies, guiding them—in open and collaborative ways—towards solutions to the newly emerging problems of our times